Using Interpersonal Skills to Motivate and Engage Students in College Writing

By Beth Lee

With stress and anxiety significantly impacting students’ learning ability, instructors can play a pivotal role in fostering an empathetic and supportive learning environment. This blog explores synchronous and asynchronous activities grounded in effective communication and empathy, designed to empower students academically while supporting their emotional well-being.

Teaching college writing involves more than evaluating grammar, syntax, and essay structure. It requires empathy, understanding, and awareness of students’ unique challenges. From the very first day, many students enter the classroom burdened with anxiety and uncertainty. There is an opportunity for instructors to connect with students and build trust by fostering a positive, engaging, and empowering learning environment. However, it is understandable that instructors might feel overwhelmed balancing coursework with what might be considered extracurriculars. Why prioritize emotional support when we have so much curriculum to cover? According to Inside Higher Ed, “two in five (43%) of students say stress [significantly] impacts their ability to focus, learn and perform well academically” (Mowreader, 2024, para. 1).  Professors can help by leading by example, creating activities that appreciate our students’ situation, and considering purpose.  We must never forget that our students are the audience we want to engage.

Why Emotional Support Matters

Our students come into our classrooms with individualized experiences, concerns, and needs. A 2023 survey conducted by United Healthcare (2024) revealed that 55% of college students report feeling stress and anxiety while 41% specifically reported depression. Additionally, as Gallup Poll’s State of Higher Education 2024 reported, the reasons students indicated dropping out or “stopping out” of college included a variety of concerns, but 54% of students polled indicated emotional distress as the main reason (Matson & Clark, 2024). The data suggests that our students want the following:

1. Instructors who care about the whole student
2. Support for their emotional distress/stress

Let’s look at some synchronous and asynchronous strategies based on what my students, who are my audience, need.

Practical Strategies to Support Students

Each strategy shared here connects communication and trust to help create a positive culture while working on classroom communication activities. Synchronous and asynchronous strategies can help students feel seen, valued, and connected. Below are some examples:

Synchronous Strategies

1. Guided Meditation and Breathing Exercises: Begin class with two to three minutes of guided visualization or box-breathing exercises. For example, ask students to close their eyes and picture a serene scene like a calming mountain lake. Using detailed descriptions to lay out the scene demonstrates effective communication to engage the audience. Alternatively, have students practice breathing in for four counts, holding for four, and exhaling for four. An instructor who shares these tools of empathy and compassion helps build trust with students. 
2. Grounding Exercises: Use techniques like the “5-4-3-2-1” method: Have students name five things they can see, four they can touch, three they can hear, two they can smell, and one they can taste. This activity helps students focus and relax before delving into coursework (Rubin, 2009). If they are comfortable, students can share, which can help them notice details and form ways to communicate in a low-stakes activity.
3. Affirmation Name Game: Ask students to come up with a positive word starting with the first letter of their name (e.g., “Cheerful Catherine”). Have them share it in class or a virtual environment. This activity fosters positivity and reinforces a sense of identity and belonging (Conflict Resolution Education Connection, 2025).Next, you can try the variations of the Affirmation Name Game:
   • Have students repeat the activity either asynchronously or synchronously with one peer or with the names of all the students in the class.
   • You can then generate a word cloud for students. The idea is for students to associate themselves with positivity and connect it with how they can creatively communicate this and see it in others. This can be shared at the end of class or the end of the term.

Asynchronous Strategies

1. Inspirational Emails: Send weekly motivational quotes or affirmations, particularly during stressful times in the course. [e.g. “Education is the most powerful weapon we can use to change the world” (Nelson Mandela)]
2. Motivational Videos: Share TED Talks or short, inspiring YouTube clips tailored to your students’ challenges. (e.g. 30 Motivational Quotes, 2020)
3. Wellness Resources: Provide information on campus and national support services to ensure students can access the help they need. (e.g. National Alliance on Mental Illness (NAMI) helpline at 800-950-NAMI)

Evaluating Effectiveness

While all of this can be fun, assessing the impact of these strategies is crucial. Collect anonymous surveys or polls to gather feedback on which activities resonate most with students and adjust accordingly. This process ensures that support remains relevant and impactful.

Evidence of Success   

The impact of these strategies is evident in student feedback and success. During the first full year of implementing these strategies in my classes, average student grades improved from term to term by 3% to 4% from average grades of the previous term. This might seem only a slight increase, but it can significantly impact the individual student. One student shared, “I’m not used to receiving external support, and this was a nice and pleasant surprise. Your support truly helped me manage my responsibilities and stress.” Another commented, “My favorite part was the positive and motivating vibe of the class, especially from the teacher. I never got that from any class, and I’m unsure if I’ll get that in any future classes.” Additionally, the overall student drop rate decreased by a small percentage each term. 

Many of my students contacted me several times during the term, expressing concerns and distress. It is important to show our students that we care. If we show our students we do not care, how do we expect our students to care? Setting the tone on the first day by using appropriate, effective communication to connect to students can help encourage them to reach out to the instructor for any emotional distress or concerns, ultimately encouraging their success. 

Conclusion

Creating an environment of care and empathy empowers students to succeed academically and personally. These efforts also align seamlessly with the goals of writing instruction, where effective communication, tone, and audience connection are central.

Our students are not robots, and neither are we. To teach effectively, we must acknowledge their humanity and meet them where they are. When we show our students that we care, we inspire them to care about their success. In doing so, we enhance their writing abilities and equip them with the interpersonal and emotional skills they will carry far beyond the classroom.

References

Conflict Resolution Education Connection. (2025.). Affirmation name game.  https://creducation.net/activity/affirmation-name-game

Matson, T. & Clark J. (2020, February 26). Improve student outcomes by building caring faculty relationships. Gallup. https://www.gallup.com/education/286514/improve-student-outcomes-building-caring-faculty-relationships.aspx

Mandela, N. (2003, July 16). Lighting your way to a better future. Nelson Mandela Foundation. http://www.mandela.gov.za/mandela_speeches/2003/030716_mindset.htm

Mowreader, A. (2024, August 8). Improving college campus systems to support student mental health. Inside Higher Ed.  https://www.insidehighered.com/news/student-success/health-wellness/2024/08/08/improving-college-campus-systems-student-mental

National Alliance on Mental Illness. (2024). NAMI Helpline. https://www.nami.org/support-   education/nami-helpline/

Rubin, G. (2019). The Happiness Project: Or, Why I Spent a Year Trying to Sing in the Morning, Clean My Closets, Fight Right, Read Aristotle, and Generally Have More Fun. Harper Collins.

30 Motivational Quotes [Video]. (2020, March 12). Beautiful Quotes and Stories. YouTube. https://www.youtube.com/watch?v=PR4zI2cj4Os

United Healthcare. (2024, May). Understanding student behavioral health: Addressing mental health challenges for better outcomes. https://www.uhc.com/content/dam/uhcdotcom/en/HealthAndWellness/PDF/UHC-White-Paper-Student-Behavioral-Health-Report-May-2024.pdf